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“Learning To Read With The Magic Seeds”: A Pilot Test Of A Parent Shared Reading Program, Mary Jean Strong
“Learning To Read With The Magic Seeds”: A Pilot Test Of A Parent Shared Reading Program, Mary Jean Strong
PCOM Psychology Dissertations
The current study was a pilot study to assess the feasibility of “Learning to Read with the Magic Seeds,” a four-week shared reading program, and its effectiveness in changing parental beliefs about literacy. Two groups of parents of preschool-aged children with different demographics participated in the study. Parents completed the Parental Reading Beliefs Inventory prior to and after the four sessions. The first session included an introduction, assessments, and a conversation about literacy beliefs, practices in the home, and the importance of talk. Subsequent sessions focused on extending book talk, phonological awareness, and developing print awareness. During the session, the …
The Map Reading Probe’S Effectiveness In Predicting Performance Within An Rtiisystem, Richard J. Scherr Jr
The Map Reading Probe’S Effectiveness In Predicting Performance Within An Rtiisystem, Richard J. Scherr Jr
PCOM Psychology Dissertations
Public-school districts nationwide are utilizing student progress toward proficiency on state-wide achievement assessments as their means of monitoring student achievement. Of late, the three-tiered system of reading instruction and intervention (RtII) has shown the most promise to increase reading proficiency levels schoolwide. However, little research exists to support the use of the MAP reading probe within an RtII framework for advancing reading achievement. This study provides a statistical analysis of the use of MAP as a predictor of reading performance on statewide assessments in a suburban K-5 elementary school currently utilizing RtII as a means of advancing student achievement in …
Predictability Of Curriculum-Based Reading Measures For Statewide Test Performance, Rebecca Sarah Mark
Predictability Of Curriculum-Based Reading Measures For Statewide Test Performance, Rebecca Sarah Mark
PCOM Psychology Dissertations
National legislation has led to an increasing need for school districts to demonstrate student reading progress using performance on statewide achievement tests as indicators of growth. This study added to previous research on the effectiveness of curriculum-based measurement (CBM) in predicting success on statewide reading achievement tests and determining whether a student is at-risk for poor performance on statewide tests. The current study analyzed the relationship between a CBM tool for assessing reading progress, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and a statewide reading assessment, the Pennsylvania System of School Assessment (PSSA). This study compared the predictive …
Do Teachers Participating In A Therapy Dog Program Perceive An Impact On Students’ Attitudes And Behaviors Toward Reading?, Jenna M. Dragani-Reagan
Do Teachers Participating In A Therapy Dog Program Perceive An Impact On Students’ Attitudes And Behaviors Toward Reading?, Jenna M. Dragani-Reagan
PCOM Psychology Dissertations
No abstract provided.
Cognitive Behavioral Therapy As A Supplemental Treatment For Adolescents With Learning Disabilities, Peter John Arsenault
Cognitive Behavioral Therapy As A Supplemental Treatment For Adolescents With Learning Disabilities, Peter John Arsenault
PCOM Psychology Dissertations
This study explores cognitive behavioral therapy (CBT) as a supplemental treatment with a sample of adolescents with learning disabilities (LD). Research overwhelming reflects the theory that children and adolescents with LD are more likely to manifest anxious and depressive symptomology. CBT is an evidence based intervention for anxiety and depression. However, there is a gap in the knowledge of treating LD with CBT. The study hypothesizes the theory that maladaptive metacognitive interpretation of the LD diminishes the effects of the evidence based academic intervention. The study sought to explore whether or not adolescents with LD would experience enhanced academic and …
Executive Functions And Word Reading Fluency: A Brief Intervention With Economically Disadvantaged Secondary Students, Vanessa Kim
Executive Functions And Word Reading Fluency: A Brief Intervention With Economically Disadvantaged Secondary Students, Vanessa Kim
PCOM Psychology Dissertations
This study evaluated the use of a brief intervention that was designed to assist economically disadvantaged secondary students increase their capacity for attention to orthography and increase their ability to shift between rapid sight word recognition and decoding of unknown words in order to improve their word reading accuracy and fluency. The participants (N = 14) were eighth and ninth grade students enrolled in an urban public high school and receiving special education services. The study used analysis of variance for repeated measures and paired measures t-tests to analyze pre- and post-test data. The results indicated significant findings (p < 0.5) in the students’ improvements in their sight word reading fluency and their ability to inhibit impulses and shift cognitive sets with accuracy and speed following the 8-week reading intervention. The findings suggest that exposure to repeated word fluency drills that target attention to orthography and shifting from sight word recognition to decoding may have influenced the students’ self-monitoring skills and offer further support regarding the hypothesized role of executive functions in the act of reading.
Visual Efficiency And The Relationship Between Reading And Behaviors Indicating Difficulties In The Classroom In Elementary School-Age Children, Patricia A. Broadbent
Visual Efficiency And The Relationship Between Reading And Behaviors Indicating Difficulties In The Classroom In Elementary School-Age Children, Patricia A. Broadbent
PCOM Psychology Dissertations
The purpose of this study is to determine if there is a relationship between visual efficiency, reading levels and behaviors indicating difficulties in the classroom. The sample consisted of thirty–three school-aged children, from four elementary schools. Visual efficiency was measured through a multi-step vision screening process, the Visual Efficiency Rating (VERA) software program. Behaviors indicating difficulties in the classroom were measured using the Behavioral Indicator Checklist, Indicators of Visual Performance Difficulties. This behavior checklist is part of the VERA process and is completed by the classroom teachers. The students’ reading levels were reported by the participating schools. The students were …
Neuropsychological Instruction: A Process Related Approach In Early Reading Skill Development, Karen Boyle Donahue
Neuropsychological Instruction: A Process Related Approach In Early Reading Skill Development, Karen Boyle Donahue
PCOM Psychology Dissertations
Proficient and fluent reading ability for all Americans continues to be a highly prioritized, yet under achieved aspiration in current educational institutions. The acquisition of proficient reading fluency and comprehension are, undoubtedly, the most essential priorities in the academic development of school aged children, yet a discouraging number of students continue to struggle with the reading process throughout school aged years. Research has targeted key instructional areas that must be implemented in successful reading curriculum in the early childhood years. Namely, phonological awareness, phonics instruction, reading fluency, vocabulary development, and reading comprehension are core components that must be incorporated into …
Efficacy Of A Self-Monitoring Technique To Improve Academic Skill Production, Carrie L. Winfield
Efficacy Of A Self-Monitoring Technique To Improve Academic Skill Production, Carrie L. Winfield
PCOM Psychology Dissertations
This study examined archival data from an assisted self-graphing intervention for improving early literacy skills in first grade students from one elementary school. The purpose of the investigation is to examine the use of a self-graphing supplemental intervention that occurred outside of the class-wide first grade reading instruction. The participants included first grade students from three classroom settings in one predominately middle class, suburban school district in southeastern Pennsylvania. The participants formed three groups: (1) 8 students in a DIBELS Progress Monitoring and Self-Graphing Intervention group (PM + SG group); (2) 9 students in a DIBELS Progress Monitoring-only group (PM …
Curriculum-Based Measures Of Reading And Student Performance On State-Wide Achievement Tests, Brian L. Dorshimer
Curriculum-Based Measures Of Reading And Student Performance On State-Wide Achievement Tests, Brian L. Dorshimer
PCOM Psychology Dissertations
With increasing pressure and accountability for schools to produce higher scores on statewide achievement tests, the use ofCurriculum-Based Measurement (CBM) methods for monitoring student progress, identifYing at-risk students for failing state tests, and providing appropriate interventions to increase student performance could prove to be very beneficial (McGlinchey & Hixson, 2004). Research has indicated that CBM can be an effective tool in predicting success on state-wide reading achievement tests (Shapiro, Keller, Lutz, Santoro, & Hintze, 2006; Wood, 2006; Hintze & Silberglitt, 2005; McGlinchey & Hixson, 2004; Barger, 2003; Shaw & Shaw, 2002; Stage & Jacobsen, 2001). Determining whether or not a …
Reading Development In At-Risk Kindergarten Students: A Tier 2 Response-To-Intervention Rti Program Using Research-Based Principles In Early Literacy, Kathleen T. Pickard
Reading Development In At-Risk Kindergarten Students: A Tier 2 Response-To-Intervention Rti Program Using Research-Based Principles In Early Literacy, Kathleen T. Pickard
PCOM Psychology Dissertations
Early identification of struggling readers and direct instruction for these readers are effective in the prevention and treatment of reading problems (Torgesen, 2002). The practice of "wait-tofail" is being challenged by the responsiveness to intervention (RTI) models, which promote early identification of at-risk students, progress monitoring, and implementation of researched-based tiered interventions. The prereading skills that have been identified as being necessary for future reading achievement include phonological awareness, letter identification, the alphabetic principle, orthography, and rapid automatized naming. The purpose of this CUl1'ent study is to examine the effectiveness of a Tier 2 intervention program that targets these essential …
Use Of Kindergarten Screening Assessments For The Identification Of At-Risk Readers, Kathryn S. Gipe
Use Of Kindergarten Screening Assessments For The Identification Of At-Risk Readers, Kathryn S. Gipe
PCOM Psychology Dissertations
Early identification of students at-risk for reading problems has become a national priority. At the present time, the most commonly used kindergarten screening methods are self-made by local districts and are not considered effective methods of early detection for at-risk readers. This retrospective study involved third, fourth and fifth grade students enrolled in a suburban elementary school during the 2007-2008 school year. The first research question examined the relationship between at-risk status determined with the Kindergarten Screening measure prior to entry into kindergarten and at-risk status determined by Dynamic Indicators of Basic Early Literacy Skills measures administered in the fall …
Breaking The "Sound" Barrier To Fluent Reading: An Evaluation Of A Middle School Reading Intervention, Kimberly Simmerman
Breaking The "Sound" Barrier To Fluent Reading: An Evaluation Of A Middle School Reading Intervention, Kimberly Simmerman
PCOM Psychology Dissertations
The failure to read efficiently accounts for nearly 80% of the children who meet the criteria for a specific learning disability in America. Moreover, many of those children do not receive instruction that is sufficient to improve their reading achievement to within the average range. The current study examines the Breaking the “Sound” Barrier to Fluent Reading program by comparing pretest and posttest scores on individually administered and group statewide tests of reading achievement. The impact of IQ on progress is evaluated and discussed. Students’levels of reading proficiency preintervention and postintervention, as determined by the criteria set forth by the …
Examination Of One District's Identification, Assessment Practices, Preventative Interventions, And Longitudinal Literacy Learning Of At-Risk Readers, Lori J. Lennon
PCOM Psychology Dissertations
The purpose of this longitudinal study was to profile Reading Recovery students in one district to examine: (1) the content and predictability of the district’s early intervention screening assessments and progress monitoring tools, (2) the initial and (3) sustained effectiveness of the Reading Recovery preventative program relative to student achievement in first through third grades (4) rates of identification of educational disabilities and special education placements and (5) common variables in intellectual, process, and achievement characteristics of those students who were slow to respond to reading interventions. Participants consisted of students from fifteen elementary schools, within the years 2000 to …